THE LIGHT RETURNS

TEACHING MATERIAL FOR THE INTERMEDIATE LEVEL

The Light Returns is one out of nine podcasts produced by Katrine Nyland for The Icefjord Centre in Ilulissat.

Guide to the Book Creator book

The Book Creator book The Light Returns is a student´s book associated with the podcast The Light Returns.

The duration of the podcast is 4:20.

The activities have been designed to focus on the students’ investigative, experimental and creative approach to learning.

The process consists of three steps:

  • Preparation before listening to the podcast.
  • Listening to and working with the podcast.
  • Further work with topics and insights from the podcast.

We recommend that you listen to the podcast before presenting it to the students.

ABOUT THE MATERIAL

We recommend that the students work in pairs or singly. Depending on what suits each student best and the competences to be developed. Keep in mind that your best friend is not necessarily the one you collaborate best with. Working together is about working together and not just being together.

Cross-curricular – languages, music and science.

  • The students acquire fundamental knowledge about polar darkness and the midnight sun.
  • The students acquire knowledge about the importance of the light for life around the Icefjord and in general for life north of the Arctic Circle.
  • The students practise their skills in communication and cooperation.

Guide to the Book Creator book

The Book Creator book The Light Returns is a student´s book associated with the podcast The Light Returns.

The duration of the podcast is 4:20.

The activities have been designed to focus on the students’ investigative, experimental and creative approach to learning.

The process consists of three steps:

  • Preparation before listening to the podcast.
  • Listening to and working with the podcast.
  • Further work with topics and insights from the podcast.

We recommend that you listen to the podcast before presenting it to the students.

ABOUT THE MATERIAL

We recommend that the students work in pairs or singly. Depending on what suits each student best and the competences to be developed. Keep in mind that your best friend is not necessarily the one you collaborate best with. Working together is about working together and not just being together.

Cross-curricular – languages, music and science.

  • The students acquire fundamental knowledge about polar darkness and the midnight sun.
  • The students acquire knowledge about the importance of the light for life around the Icefjord and in general for life north of the Arctic Circle.
  • The students practise their skills in communication and cooperation.
00:00
00:00

The light returns


Page by page guide

– the Book Creator student’s book “The Light Returns”

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

  • What the Icefjord Centre is.
  • What the surroundings around the centre look like.
  • The difference between summer and winter.
  • How summer and winter differ where you live.

The students see a map of Greenland. There is a marker that shows where Ilulissat is situated.

In class you can discuss:

  • What you see on the map.
  • How many people live in Ilulissat.
  • What else do you know about Greenland and Ilulissat?
  • Do you know the names of other places on the map?
  •  

The students see a map of Ilulissat. There is a marker that shows where Holms Bakke is situated. The red line shows a route from the Icefjord Centre to Holms Bakke.

In class you can talk about:

  • How far is the distance from Holms Bakke to the Icefjord Centre?
  • Why do you go up on a hill in order to see the return of the Sun?
  • Please give the students the experience of standing on the roof of the Icefjord Centre looking down on Holms Bakke (you could use the pictures on pages 4-7)

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

  • Where is your town or settlement situated?
  • How many people live in the town or settlement where you live?
  • Do you know the name of other places on the map?

Now it is time for the students to listen to the podcast The Light Returns.

They start the podcast by clicking on the icon in the middle of page 14.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast

with the student sitting next to them. On page 15 the students are to make small sound recordings where they tell about the podcast. The pictures on the page will support their memory of what they have heard.

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

Review in class

It is recommended to have a joint discussion in class when the work with pages 14-15 is done.

We suggest that you support the discussion by writing and maybe illustrating concepts and keywords on the board.

In class you could talk about:

  • What surprised the students when listening to the podcast.
  • Concepts and keywords that the students encountered in the podcast.

In the text below you can find inspiration for the class discussion.

  • January – 13 January

It is the day where the light returns to Ilulissat. It is the most important day of the year. Lisa tells us that they all look forward to enjoying nature and to sailing. In the schools the children create suns and display them in the windows. From 29 November till 13 January there is no sun. Everyone, who is able to and wants to, goes to welcome the Sun on Seqinniarfik/Holms Bakke. Afterwards they celebrate with singing, eating cake and drinking coffee. 13 January is a very important day for the Greenlanders in Ilulissat.

Why is 13 January important to the Greenlanders in Ilulissat?

What day/which days are important to you?

  • Christmas and Easter – two holidays from Christianity that Lisa mentions.

Even though 13 January is important to the Greenlanders in Ilulissat, the Christian holidays are also of great importance to them.

Are there other holidays that you know of?

Do you know anything about holidays from other religions than Christianity?

  • Traditions – everyone, who is able to and wants to, goes to Seqinniarfik/Holms Bakke. To sing a welcome to the Sun.

13 January is quite a special and significant day for the Greenlanders in Ilulissat, because they have a tradition where they welcome the Sun. Afterwards they celebrate with singing, eating cake and drinking coffee. The song they sing is called ”Seqernup qungululluni nunarput nuilaaraa” / ”When the Sun with a smile looks a bit over our country”. They can now look forward to light and warm days.

What is a tradition and which other traditions do you know?

Do you know about other traditions, where phenomena of nature are celebrated?

Now the students will listen to the song that is sung at Holms Bakke. Click on the sun to play the song. The text is written in Greenlandic and in an English translation. The students can try singing along in Greenlandic while they listen to the song. Subsequently they must discuss the importance of the light to the Greenlanders in Ilulissat using the text of the song and what they have heard about in the podcast. 

These are the last two concepts that relate to the podcast.

  • The midnight sun – a phenomenon of nature you can find north of the northern polar circle, where the Sun does not set for several weeks in a row. Lisa tells us that there are no set hours to relate to; you eat when you are hungry and go to bed when you are tired. You live the way that Nature dictates.

What would you do, if you were not to relate to certain set hours in your daily life?

How does it fit with the daily life you live at present?

  • The Sun – the star in our solar system. Without it, life on Earth, as we know it, would not be able to exist. The students in Ilulissat create suns of paper and display them in the classroom to celebrate the return of the Sun 13 January.

Do you know any planets in our solar system? Name them.

What would the Earth look like if the Sun did not exist?

Could we exist without the Sun?

 Now the students will search for pictures in Book Creator. On page 18 they are to find pictures of the midnight sun and insert them. On page 19 they are to find pictures of the solar system and insert them.

 Inserting a picture

How to insert a picture in Book Creator, web version:

  1. Click on a frame
  2. Click on the plus sign inside the selected frame
  3. Choose Images
  4. Select a picture from your computer
    or:
    search for one on the internet, select by clicking and choose Add
  5. The picture can be resized and moved by dragging

How to insert pictures/images in the Book Creator app:

  1. Search for pictures on the Internet
  2. Save them in the camera roll
  3. Select the frame by tapping
  4. Tap the image icon
  5. Select a picture by tapping
  6. The picture can be resized and moved by dragging

On pages 20 and 21 the students can write short sentences or small stories using the keywords that you have talked about. They can write them, record them as a sound recording or draw a drawing and insert the picture. Their products will be part of the further work with the podcast.

Inserting a picture

How to insert a picture in Book Creator, web version:

  1. Click on a frame
  2. Click on the plus sign inside the selected frame
  3. Choose Images
  4. Select a picture from your computer
    or:
    search for one on the internet, select by clicking and choose Add
  5. The picture can be resized and moved by dragging

How to insert pictures/images in the Book Creator app:

  1. Select a frame by tapping
  2. Tap the Camera icon
  3. Take a photo of your drawing
  4. Choose Use Photo, and the fresh photo is inserted in the frame
  5. The photo can be resized and moved by dragging

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

Now the students will search for knowledge. On pages 22-23 there is a link to this homepage from Visit Greenland and a picture of the midnight sun in Ilulissat. They will be using the homepage to find the answers to the four questions on pages 24 and 25. Their answers to the questions they insert in the (speech) balloons as small sound recordings.

Here are some suggestions to other questions you can work with:

  • Are there other countries where they also welcome the return of the Sun?
  • What is the difference between the northern and the southern polar circle?

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

Use the picture in the Book Creator book to talk about the Earth and the Sun.

Here are some suggestions to what you can talk about in class:

  • How does the Earth orbit around the Sun? Notice the arrow around the Earth that shows the direction.
  • Why do you say that “the Sun rises” when it actually is the Earth that rotates around its own axis and orbits around the Sun?
  • What influence does the inclination of the Earth have on the dark period of the year and the midnight sun? Notice the axis that goes through the Earth.
  • What are northern lights?
  • Does this light phenomenon only occur north of the Arctic Circle?

Now the students have worked with the return of the light, northern lights and the Earth’s orbit around the Sun.

To conclude their work with these topics, the students are to work with their obtained knowledge and make a product using this knowledge. The students can choose between three different types of products.

  • Interview about the invention of a new tradition to celebrate the light.
    • Here the students are to imagine that they have invented a new tradition that celebrates the return of the light.
    • They have to imagine that they are being interviewed by the news where they tell about their new tradition that celebrates the return of the light.
    • They get interviewed by the news and tell about their new tradition.
  • A podcast that explains the return of the Sun on the horizon in Ilulissat.
    • Here the students are to explain the return of the Sun and why it happens on a certain day. They can make use of knowledge from the book.
    • They decide themselves whether their podcast has a scientific angle or whether it tells about what it feels like to live in a country where the Sun is gone for several months.
  • Production of their own welcoming song to the Sun.
    • Here the students make their own welcoming song to the Sun. They decide themselves whether they will make use of a known tune or whether they want to make a tune of their own.

Pages 28-29 can be adjusted so they fit with the students’ choice of product. They can also add more pages if necessary.

Their product must be recorded as a sound recording and inserted in the Book Creator book. They can support the sound recording with drawings, pictures etc.

Organise the students in pairs, in groups or singly. Depending on what suits each student best and the competences to be developed.

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

To conclude the whole process, the students must present their work to the rest of the class. The focus here is the students’ communicative skills and competences.

The students present their products to the class. 

Take care that the feedback consists of positive criticism. The students must be supported in judging: what is good – what could be better. Gather more inspiration here.

This is not necessarily because the students should make new picture stories, but more to let the students discover and work with this positive criticism.

If you want to work with some of the other podcasts from the Icefjord Centre, it would be a good idea to save the students’ Book Creator books so that the work they have done in it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you can set time off for them to continue their work with their products. So that they can use the feedback they have received from each other to change things in their product.

The podcast The Light Returns has been created by the Icefjord Centre in Ilulissat.

Teaching material for the podcast The Light Returns has been developed by Lotte Brinkmann from Anholt Læringsværksted, with feedback from Leg med It.

The student’s book in Book Creator has been developed as part of the project Nutaaliorta from Kivitsisa.

The template was designed by Rikke Falkenberg Kofoed and Daniella Maria Manuel, Leg med It.

The teaching material The Light Returns is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “The Light Returns” by The Icefjord Centre Ilulissat is credited as the source.

Page by page guide

– the Book Creator student’s book “The Light Returns”

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

  • What the Icefjord Centre is.
  • What the surroundings around the centre look like.
  • The difference between summer and winter.
  • How summer and winter differ where you live.

The students see a map of Greenland. There is a marker that shows where Ilulissat is situated.

In class you can discuss:

  • What you see on the map.
  • How many people live in Ilulissat.
  • What else do you know about Greenland and Ilulissat?
  • Do you know the names of other places on the map?
  •  

The students see a map of Ilulissat. There is a marker that shows where Holms Bakke is situated. The red line shows a route from the Icefjord Centre to Holms Bakke.

In class you can talk about:

  • How far is the distance from Holms Bakke to the Icefjord Centre?
  • Why do you go up on a hill in order to see the return of the Sun?
  • Please give the students the experience of standing on the roof of the Icefjord Centre looking down on Holms Bakke (you could use the pictures on pages 4-7)

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

  • Where is your town or settlement situated?
  • How many people live in the town or settlement where you live?
  • Do you know the name of other places on the map?

Now it is time for the students to listen to the podcast The Light Returns.

They start the podcast by clicking on the icon in the middle of page 14.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast

with the student sitting next to them. On page 15 the students are to make small sound recordings where they tell about the podcast. The pictures on the page will support their memory of what they have heard.

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

Review in class

It is recommended to have a joint discussion in class when the work with pages 14-15 is done.

We suggest that you support the discussion by writing and maybe illustrating concepts and keywords on the board.

In class you could talk about:

  • What surprised the students when listening to the podcast.
  • Concepts and keywords that the students encountered in the podcast.

In the text below you can find inspiration for the class discussion.

  • January – 13 January

It is the day where the light returns to Ilulissat. It is the most important day of the year. Lisa tells us that they all look forward to enjoying nature and to sailing. In the schools the children create suns and display them in the windows. From 29 November till 13 January there is no sun. Everyone, who is able to and wants to, goes to welcome the Sun on Seqinniarfik/Holms Bakke. Afterwards they celebrate with singing, eating cake and drinking coffee. 13 January is a very important day for the Greenlanders in Ilulissat.

Why is 13 January important to the Greenlanders in Ilulissat?

What day/which days are important to you?

  • Christmas and Easter – two holidays from Christianity that Lisa mentions.

Even though 13 January is important to the Greenlanders in Ilulissat, the Christian holidays are also of great importance to them.

Are there other holidays that you know of?

Do you know anything about holidays from other religions than Christianity?

  • Traditions – everyone, who is able to and wants to, goes to Seqinniarfik/Holms Bakke. To sing a welcome to the Sun.

13 January is quite a special and significant day for the Greenlanders in Ilulissat, because they have a tradition where they welcome the Sun. Afterwards they celebrate with singing, eating cake and drinking coffee. The song they sing is called ”Seqernup qungululluni nunarput nuilaaraa” / ”When the Sun with a smile looks a bit over our country”. They can now look forward to light and warm days.

What is a tradition and which other traditions do you know?

Do you know about other traditions, where phenomena of nature are celebrated?

Now the students will listen to the song that is sung at Holms Bakke. Click on the sun to play the song. The text is written in Greenlandic and in an English translation. The students can try singing along in Greenlandic while they listen to the song. Subsequently they must discuss the importance of the light to the Greenlanders in Ilulissat using the text of the song and what they have heard about in the podcast. 

These are the last two concepts that relate to the podcast.

  • The midnight sun – a phenomenon of nature you can find north of the northern polar circle, where the Sun does not set for several weeks in a row. Lisa tells us that there are no set hours to relate to; you eat when you are hungry and go to bed when you are tired. You live the way that Nature dictates.

What would you do, if you were not to relate to certain set hours in your daily life?

How does it fit with the daily life you live at present?

  • The Sun – the star in our solar system. Without it, life on Earth, as we know it, would not be able to exist. The students in Ilulissat create suns of paper and display them in the classroom to celebrate the return of the Sun 13 January.

Do you know any planets in our solar system? Name them.

What would the Earth look like if the Sun did not exist?

Could we exist without the Sun?

 Now the students will search for pictures in Book Creator. On page 18 they are to find pictures of the midnight sun and insert them. On page 19 they are to find pictures of the solar system and insert them.

 Inserting a picture

How to insert a picture in Book Creator, web version:

  1. Click on a frame
  2. Click on the plus sign inside the selected frame
  3. Choose Images
  4. Select a picture from your computer
    or:
    search for one on the internet, select by clicking and choose Add
  5. The picture can be resized and moved by dragging

How to insert pictures/images in the Book Creator app:

  1. Search for pictures on the Internet
  2. Save them in the camera roll
  3. Select the frame by tapping
  4. Tap the image icon
  5. Select a picture by tapping
  6. The picture can be resized and moved by dragging

On pages 20 and 21 the students can write short sentences or small stories using the keywords that you have talked about. They can write them, record them as a sound recording or draw a drawing and insert the picture. Their products will be part of the further work with the podcast.

Inserting a picture

How to insert a picture in Book Creator, web version:

  1. Click on a frame
  2. Click on the plus sign inside the selected frame
  3. Choose Images
  4. Select a picture from your computer
    or:
    search for one on the internet, select by clicking and choose Add
  5. The picture can be resized and moved by dragging

How to insert pictures/images in the Book Creator app:

  1. Select a frame by tapping
  2. Tap the Camera icon
  3. Take a photo of your drawing
  4. Choose Use Photo, and the fresh photo is inserted in the frame
  5. The photo can be resized and moved by dragging

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

Now the students will search for knowledge. On pages 22-23 there is a link to this homepage from Visit Greenland and a picture of the midnight sun in Ilulissat. They will be using the homepage to find the answers to the four questions on pages 24 and 25. Their answers to the questions they insert in the (speech) balloons as small sound recordings.

Here are some suggestions to other questions you can work with:

  • Are there other countries where they also welcome the return of the Sun?
  • What is the difference between the northern and the southern polar circle?

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

Use the picture in the Book Creator book to talk about the Earth and the Sun.

Here are some suggestions to what you can talk about in class:

  • How does the Earth orbit around the Sun? Notice the arrow around the Earth that shows the direction.
  • Why do you say that “the Sun rises” when it actually is the Earth that rotates around its own axis and orbits around the Sun?
  • What influence does the inclination of the Earth have on the dark period of the year and the midnight sun? Notice the axis that goes through the Earth.
  • What are northern lights?
  • Does this light phenomenon only occur north of the Arctic Circle?

Now the students have worked with the return of the light, northern lights and the Earth’s orbit around the Sun.

To conclude their work with these topics, the students are to work with their obtained knowledge and make a product using this knowledge. The students can choose between three different types of products.

  • Interview about the invention of a new tradition to celebrate the light.
    • Here the students are to imagine that they have invented a new tradition that celebrates the return of the light.
    • They have to imagine that they are being interviewed by the news where they tell about their new tradition that celebrates the return of the light.
    • They get interviewed by the news and tell about their new tradition.
  • A podcast that explains the return of the Sun on the horizon in Ilulissat.
    • Here the students are to explain the return of the Sun and why it happens on a certain day. They can make use of knowledge from the book.
    • They decide themselves whether their podcast has a scientific angle or whether it tells about what it feels like to live in a country where the Sun is gone for several months.
  • Production of their own welcoming song to the Sun.
    • Here the students make their own welcoming song to the Sun. They decide themselves whether they will make use of a known tune or whether they want to make a tune of their own.

Pages 28-29 can be adjusted so they fit with the students’ choice of product. They can also add more pages if necessary.

Their product must be recorded as a sound recording and inserted in the Book Creator book. They can support the sound recording with drawings, pictures etc.

Organise the students in pairs, in groups or singly. Depending on what suits each student best and the competences to be developed.

How to make a sound recording in the Book Creator app:

  1. Tap +
  2. Tap Media (if necessary)
  3. Tap Add Sound
  4. Tap OStart recording
  5. Start talking
  6. Tap Stop recording
  7. Choose Yes

How to make a sound recording in Book Creator, web version:

  1. Click on +
  2. Choose Record
  3. Click on Start recording
  4. Start talking
  5. Click on O Stop recording when the recording is done.
  6. Choose USE RECORDING

To conclude the whole process, the students must present their work to the rest of the class. The focus here is the students’ communicative skills and competences.

The students present their products to the class. 

Take care that the feedback consists of positive criticism. The students must be supported in judging: what is good – what could be better. Gather more inspiration here.

This is not necessarily because the students should make new picture stories, but more to let the students discover and work with this positive criticism.

If you want to work with some of the other podcasts from the Icefjord Centre, it would be a good idea to save the students’ Book Creator books so that the work they have done in it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you can set time off for them to continue their work with their products. So that they can use the feedback they have received from each other to change things in their product.

The podcast The Light Returns has been created by the Icefjord Centre in Ilulissat.

Teaching material for the podcast The Light Returns has been developed by Lotte Brinkmann from Anholt Læringsværksted, with feedback from Leg med It.

The student’s book in Book Creator has been developed as part of the project Nutaaliorta from Kivitsisa.

The template was designed by Rikke Falkenberg Kofoed and Daniella Maria Manuel, Leg med It.

The teaching material The Light Returns is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “The Light Returns” by The Icefjord Centre Ilulissat is credited as the source.

NARRATIVES FROM ILULISSAT

00:00
00:00

The dog lot

00:00
00:00

Freedom and dangers

00:00
00:00

The life-giving glacier

00:00
00:00

Life as a hunter

00:00
00:00

The town of the Greenland halibut

00:00
00:00

A 22 rifle in the shopping trolley

00:00
00:00

Life in the settlements

00:00
00:00

The treasures of a Greenlandic freezer

00:00
00:00

The light returns

CONTRIBUTORS

1. William & Niels Petersen  2. Ane Sofie & Flemming Lauritzen, Klaus Nordvig Andersen 3. Malik Niemann 4. Mikkel Petersen 5. Palle Jeremiassen, Mikkel Petersen, Lisa Helene Sap 6. William Petersen, Malik Niemann 7. Ole Dorph 8. Elin Andersen, Vera Mølgaard, Malik Niemann 9. Lisa Helene Sap

Production by Katrine Nyland & graphic artwork by Oncotype.

The project is funded by Nordea fonden.